The Impact and Sustainability of Multimedia Anchored Instruction with a Highly Diverse Sample of Middle School Students Enrolled in Inclusive Classrooms

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Rieth, H., Thomas, C., Kinzer, C. & Colburn, L. (2008). The Impact and Sustainability of Multimedia Anchored Instruction with a Highly Diverse Sample of Middle School Students Enrolled in Inclusive Classrooms. In J. Luca & E. Weippl (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2008 (pp. 3259-3264). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/28836.

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Conference Information

World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2008
Vienna, Austria
June 30, 2008
ISBN 1-880094-65-7
  Joseph Luca & Edgar R. Weippl
AACE

More Information on EDMEDIA
Table of Contents

Authors

Herbert Rieth, Cathy Thomas, The University of Texas at Austin, United States; Charles Kinzer, Columbia University, Teachers College, United States; Linda Colburn, Zayed University, United States

Abstract

This roundtable will focus on the concept of anchored instruction and its impact on the academic outcomes attained by a highly diverse sample of students enrolled in inclusive Junior High School language arts classrooms. While the use of an anchored instruction approach in Junior High School inclusion classrooms is fairly unique, it is worth considering because of improved learning outcomes for all learners associated with the implementation of this instructional technique. Furthermore, the work has implications for training teachers to adopt evidenced-based practices in a sustainable manner.

Keywords

• Middle School Education
• Classrooms
• Schools
• Teachers
• Learning Outcomes

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